La didactique intégrée, au travers du décloisonnement de l’enseignement apprentissage du français

Abstract

In order to highlight the role of French didactics (LE1) in the teaching / learning of English (LE2) and in order to achieve our goals set on the implementation of integrated didactics. We asked about how to act concretely on the ground. To do this, we try to deepen our research on some new didactic methods such as: awakening to languages, metalinguistic awareness, as well as historical programs of intercomprehension. Indeed, taking into account the effectiveness of a historico-comparative approach and the performance of a contrastive approach. Our experimental study consists of a collaboration of a joint work. It seeks to develop metalinguistic vigilance among (LE2) teachers, and to stimulate learners to compare and draw parallels between the two languages on the curriculum so that they can effectively advance their learning. Our goal is to systematically promote synergies while using effective cognitive and metacognitive strategies.